Predictors of Achievement When Virtual Manipulatives Are Used for Mathematics Instruction

Autor/inn/en	Moyer-Packenham, Patricia S.; Baker, Joseph; Westenskow, Arla; Anderson-Pence, Katie L.; Shumway, Jessica F.; Jordan, Kerry E.
Titel	Predictors of Achievement When Virtual Manipulatives Are Used for Mathematics Instruction
Quelle	In: REDIMAT - Journal of Research in Mathematics Education, 3 (2014) 2, S.121-150 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3621
Schlagwörter	Mathematics Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Manipulative Materials; Grade 3; Grade 4; Elementary School Students; Comparative Analysis; Fractions; Pretests Posttests; Observation; Predictor Variables; Student Characteristics; Quasiexperimental Design; Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsmittel; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Bruchrechnung; Beobachtung; Prädiktor; Regression; Regressionsanalyse; Statistische Analyse
Abstract	The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study used a quasi-experimental design. This design was used to determine variables that predict student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment groups: classroom instruction using texts and physical manipulatives (CI), and computer lab instruction using virtual fraction applets (VM). The Pre-test, Post-test 1, and Post-test 2 measured learning and retention of fraction concepts. Observation ethograms documented representation use. The results revealed that fewer demographic predictors of student performance (e.g., socio-economic status, English language learner status, and gender) exist during fraction instruction when virtual manipulatives were used. When instructors used virtual manipulatives, there was an equalizing effect on achievement in third and fourth grade classrooms, in that fewer demographic factors were influential for VM groups compared to CI groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01